Creative Thinking and Problem Solving for Young Learners: by Jerry D Flack, Karen Meador

By Jerry D Flack, Karen Meador

Can creativity learn? totally! And Meador exhibits you precisely how one can nourish creativity and problem-solving skills on your scholars. After featuring legitimate versions of artistic thinkers showing in notable kid's literature, she bargains numerous actions you should use to improve artistic methods via fluency, flexibility, and originality. moreover, there are lists for additional studying and guidance for adapting classes. Grades K-4 (adaptable to different grades).

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Criticism is ruled out.... 2. "Free-wheeling" is welcomed.... 3. Quantity is wanted.... 4. Combination and improvement are sought.... Teachers need to remind students that they must not judge or comment about any suggestions made by others and that they must not prejudge their own answers. " Younger students do not understand the term "freewheeling," so explain that wild or crazy ideas are encouraged. Also, explain to them how to hitchhike onto other people's ideas by adding new elements. A student who comments "she took my idea'' has not learned the hitchhiking rule.

A student with a beautiful singing voice may be talented but not, at the same time, creative. Obviously, it is possible for someone to be highly talented and creative; however, we misguide students when we incorrectly label talent as creativity, as it forces some students to believe they cannot think creatively because they do not act, draw, or perform musically. Knowledge Students need to realize that gaining knowledge of a subject improves their potential for creative development within it. The vocalist mentioned above may be fundamentally well-prepared to create new music after obtaining an understanding of the elements of music.

This book is designed to alleviate that problem and provide the information and examples needed for teachers to generate their own lessons. All chapters begin with fundamental information about the chapter topic. In most chapters, this is followed by literature-based activities that may be used as presented or adapted to fit student needs. Each activity falls into sequential segments that may be taught all at once or used individually as shorter lessons. The activities include closure and evaluation procedures, related literature, and ideas for personalizing the lessons.

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